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Disseminating digital innovation in school: leading second-order educational change
Örebro universitet, Handelshögskolan vid Örebro Universitet.ORCID-id: 0000-0002-4900-8519
Örebro universitet, Handelshögskolan vid Örebro Universitet.ORCID-id: 0000-0002-3713-346X
KTH, Royal Institute of Technology, Stockholm, Sweden.
2019 (engelsk)Inngår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 24, nr 5, s. 3021-3039Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Using digital technology effectively in schools requires profound changes in traditional teaching and learning activities. Pedagogical innovations often start small-scale and developing good ideas into shared practice across schools is challenging in many ways, especially if the innovation requires second-order change, i.e. challenges to fundamental beliefs about teaching and learning. This study investigates how a validated pedagogical method requiring integrated Information and Communication Technology (ICT) use and second-order change can be disseminated and sustained over time. We surveyed 92 primary school teachers who at different times over a 5-year period participated in a training course designed to implement an innovative technology-supported teaching method, Write To Learn, across an entire city. We found that organized teacher development programs can drive second-order change, but this requires considerable, active, and sustained effort from leaders at both school and district level. Additional factors include immediate and extended social systems and handling diversity among teachers. The results are useful for both practitioners and researchers since they contribute to a deeper understanding of the opportunities and challenges involved in disseminating effective ICT-based methods that requires profound changes of thinking about teaching and learning to guide the transformation of teaching practice.

sted, utgiver, år, opplag, sider
Springer, 2019. Vol. 24, nr 5, s. 3021-3039
Emneord [en]
Digitalization, Educational change, Second-order-change, School, Teacher training, Diffusion of innovation
HSV kategori
Identifikatorer
URN: urn:nbn:se:oru:diva-76440DOI: 10.1007/s10639-019-09908-0ISI: 000482394200020Scopus ID: 2-s2.0-85064651327OAI: oai:DiVA.org:oru-76440DiVA, id: diva2:1351595
Merknad

Funding Agency:

Örebro University

Tilgjengelig fra: 2019-09-16 Laget: 2019-09-16 Sist oppdatert: 2020-11-27bibliografisk kontrollert
Inngår i avhandling
1. Designing for Transformational Change in School: Digitalizing the Digitized
Åpne denne publikasjonen i ny fane eller vindu >>Designing for Transformational Change in School: Digitalizing the Digitized
2020 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Digital technologies have gained a prominent role in education and schools, but research concerning how digital technologies can create better conditions for improved teaching and enhanced learning for students is scarce and inconclusive. Successful use of digital technologies requires a complex combination of interacting factors, including integrating technology and pedagogy as well as organizing and leading a structured transformation process. The capability of school organizations to lead and support the digitalization process is an under-researched field compared to the well-established focus on individual stakeholders.

This thesis examines how experimentation and innovation processes in school can be designed and pursued to support and enhance digitalization across an entire school organization by using a Design Science Research (DSR) approach to answer the question: How can a school organization at municipal level lead digital transformation through the digitalization of teaching and learning processes in an organized, professional, and, as far as possible, scientifically based way?

The findings show that the design and use of the Information System Artifact model (ISA) together with a DSR development method can support both improved teaching and enhanced learning within and across a school organization. Effective use of digital technologies to improve teaching and learning across the school organization requires fundamental changes of ordinary practices and engagement as well as commitment from school authorities and school leaders.

This thesis contributes with empirically and theoretically based insights from leading (digital) transformational change in school through the iterative design of IS artifacts used as a driver and quality control for the shift from digitization towards digitalization aiming at improved teaching and enhanced learning.

sted, utgiver, år, opplag, sider
Örebro: Örebro University, 2020. s. 120
Serie
Örebro Studies in Informatics ; 18
Emneord
Design Science Research, Digitalization, Information Systems artifact, School organization, School leadership
HSV kategori
Identifikatorer
urn:nbn:se:oru:diva-86712 (URN)978-91-7529-360-8 (ISBN)
Disputas
2020-12-10, Örebro universitet, Forumhuset, Hörsal F, Fakultetsgatan 1, Örebro, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2020-10-21 Laget: 2020-10-21 Sist oppdatert: 2020-12-01bibliografisk kontrollert

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